Instruction & Orientation Dashboard

• Distinguish between types of information resources and how these resources meet the needs of different levels of scholarship and different academic disciplines. 
• Conceptualize an effective research strategy and then collect, interpret, evaluate and cite evidence in written and oral communication.

 from Rhetorical Arts Defining Characteristics 2012

• Director, University Core Curriculum (Arnab Banerji)
• Coordinator, University Core Curriculum (Jaedyn Baker)
• Instructors
  • Rhetorical Arts Fellows, English Faculty, Communication Studies Faculty, and Graduate English Students

Summer 2022

• 40 students (3 sections)
• 3 Instructors

Fall 2022

• 949 first year students (50 sections)
• 25+ Instructors
• 6 Reference Librarians

Spring 2023

• ### first year students (## sections)
• ## Instructors
• 7 Reference Librarians

2021-2022 Summary

Rhetorical Arts = 91 sessions to 1,700 students

•  93% of all Rhetorical classes visited the library
• Missing 7 classes
• Larger than normal freshman class.  There were 98 Rhetorical Arts classes.
• 86% were taught online, 14% in person (78/13)

Teaching Scripts

Finding Sources (Direct Assessment of Library Instruction)

• Google Forms 2018 Report
  • Rubric
• Google Forms 2016 Report

Evaluating Sources (Direct Assessment of Library Instruction) 

RADAR Challenge Data

• Fall 2021 RADAR Challenge Data

1 Minute Feedback (Indirect Assessment of Library Instruction)

• Survey
• Results

Survey Results (Indirect Assessment of Library Instruction)

• Survey Results: RA Instructors 2017
• Survey Results: RA students and Instructors 2015
• Survey Results: RA students and Instructors 2014

Survey Instruments (Indirect Assessment of Library Instruction)

• RA Instructor Survey 2017
• RA Student Survey 2015
• RA Instructor Survey 2015
• RA Student Survey 2014
• RA Instructor Survey 2014

Annotated Bibilographies - Student Work (Direct Assessment of Information Literacy)

• RA 100 Student Annotated Bibliography Papers Graded- Report (2013-2014)
• Rubric: Annotated Bibliography - Office of Assessment  (slides 14-16)
  • Revised Rubric
• Rubric: Research Exploration worksheet?

Librarian Evaluation

(organized by date)

Aguilar, D., Acosta, E.S., Archambault, S.G., & Weiss, A. (2021, April). Jumping into the virtual deep end: Real world lessons of how we moved F2F instruction online [Poster presentation]. ACRL Distance and Online Learning Virtual Poster Session.

Wen-Paloutzian, R., and Poladian, L. (2021, April). Hands on with Padlet: Creating a virtual interactive space with archives for instruction and beyond [Conference presentation]. Society of California Archivists Pre-Conference Workshop Webinar.

Wen-Paloutzian, R. (2020, August). Rhetorical arts: Incorporating special collections into first-year curriculum [Conference presentation]. California Rare Book School Course: Better Teaching with Rare Materials.

Archambault, S.G. (2015). Measure for measure: Using collaborative assessment to build stronger information literacy skills [Conference presentation].11th Northumbria Conference.

McLean, L., & Acosta, E.S. (2015, April). When active learning goes flat: Using gamification to motivate student learners [Conference presentation]. California Conference on Library Instruction, Sonoma, CA. 

Donaldson, K., & Acosta, E.S. (2015, March). (Form)ative assessment: Using Google forms to evaluate active learning. Presentation at the Lifelong Information Literacy Meeting, Woodland Hills, CA. 

McLean, L., & Acosta, E.S. (2014, October). Taking active learning to the next level: Increasing student engagement by blending face-to-face instruction and digital learning objects [Conference presentation]. European Conference on Information Literacy, Dubrovnik, Croatia.